- Page 1 and 2: MDE Michigan Department of Educatio
- Page 3 and 4: MDE Michigan Department of Educatio
- Page 5 and 6: Reviewers Kathy Al-Rubaiy, Superint
- Page 7 and 8: Introduction - 4
- Page 9 and 10: Introduction - 6
- Page 11 and 12: Section 4 - Completing a Functional
- Page 13 and 14: Basic Skill Builders: A Precision T
- Page 15 and 16: Section 1 Exploring Beliefs and Def
- Page 17 and 18: • Learning and behavior problems
- Page 19 and 20: • Greater student self-control an
- Page 21 and 22: Section 2 Assessing the Status of P
- Page 23 and 24: • Schoolwide reward structure is
- Page 25 and 26: Positive Behavior Support Works! Ge
- Page 27 and 28: Two county school districts in Flor
- Page 29 and 30: liked him, and helped him when he n
- Page 31 and 32: Assessing and Planning Positive Beh
- Page 33 and 34: Worksheet 2.2 (con’t) District-Wi
- Page 35 and 36: Worksheet 2.3 (con’t) Building-Ba
- Page 37 and 38: Worksheet 2.4 (con’t) Classroom-B
- Page 39: Worksheet 2.5 (con’t) Individual
- Page 43 and 44: Section 3 Building a Model Positive
- Page 45 and 46: • Shared common goal and purpose
- Page 47 and 48: • During lunch time • During a
- Page 49 and 50: Worksheet 3.2 Sample Support Team W
- Page 51 and 52: Worksheet 3.4 Support Team Checklis
- Page 53 and 54: Worksheet 3.5 (con’t) In your opi
- Page 55 and 56: Section 4 Completing a Functional A
- Page 57 and 58: • For successfully and thoroughly
- Page 59 and 60: Figure 4.1 Functional Assessment of
- Page 61 and 62: • Analysis applied for time, plac
- Page 63 and 64: ❑ ❑ ❑ Student limited self co
- Page 65 and 66: ❑ ❑ Peer tutoring Other Suspect
- Page 67 and 68: ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑
- Page 69 and 70: Section 5 Collaborating on a Positi
- Page 71 and 72: Figure 5.1. Positive Behavior Suppo
- Page 73 and 74: Worksheet 5.1 Initial Planning for
- Page 75 and 76: Worksheet 5.1 (con’t) Set timer f
- Page 77 and 78: Trials of this collaboration exampl
- Page 79 and 80: Worksheet 5.2 (con’t) What functi
- Page 81 and 82: Worksheet 5.3 (con’t) Plan Evalua
- Page 83 and 84: Worksheet 5.4 (con’t) Functional
- Page 85 and 86: D. Use the “1-6” scale to indic
- Page 87 and 88: Worksheet 5.4 (con’t) Case Illust
- Page 89 and 90: Section 6 Linking Positive Behavior
- Page 91 and 92:
cognitive, or emotional impairments
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programs and services. In determini
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Ideally, effective IEPs document sh
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• Ancillary and other related ser
- Page 99 and 100:
Manifestation Determination Review
- Page 101 and 102:
General Change of Placement A gener
- Page 103 and 104:
When a placement is made by a court
- Page 105 and 106:
Section 7 Designing Positive Behavi
- Page 107 and 108:
C. Select and Teach Replacement Beh
- Page 109 and 110:
• Up to 25.6% of eighth-grade stu
- Page 111 and 112:
Life experiences define a person’
- Page 113 and 114:
Table 7.1. Sociocultural Considerat
- Page 115 and 116:
Section 8 Responding to Emergency S
- Page 117 and 118:
closely review P.A. 102, the Statew
- Page 119 and 120:
Section 9 Conclusion We have come a
- Page 121 and 122:
Section 10 Resources If you want tr
- Page 123 and 124:
California: Positive Interventions
- Page 125 and 126:
Commercially Available Resources: C
- Page 127 and 128:
9. Life Space Intervention: Talking
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tangible. The scale poses questions
- Page 131 and 132:
Suggested Websites • Center for E
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17. Transition from activity to act
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Survey: Preventing and Responding t
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Does your school… 9. Take steps t
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At-a-Glance Comparison of Tradition
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Section 11 Assessment Tools on Disk
- Page 143 and 144:
Section 12 Glossary
- Page 145 and 146:
Direct observation: a method used t
- Page 147 and 148:
Section 13 References and Supportin
- Page 149 and 150:
Cartledge, G. (1996). Cultural dive
- Page 151 and 152:
Hollinger, J. (1987). Social skills
- Page 153 and 154:
Mueller, F., Jenson, W. R., Reavis,
- Page 155 and 156:
Sugai, G., Horner, R., & Sprague, J
- Page 157 and 158:
Section 14 Reader Response
- Page 159 and 160:
Michigan Department of Education At